The overall aim of this study is to analyze how the body is understood in the compulsory school subject physical education during the period 1976-2002. With pragmatism as the point of departure the texts of curricula, syllabi and articles from the physical education teacher's specialist press are analyzed. The analytical tools used are two perspectives of the body and human movement, one based on dualistic ideas and the other on Merleau-Ponty's phenomenology of the lived body. The analysis shows that there are differences in how the embodied person is understood in three different types of text. In the curricula the dualistic ideas where the individual is seperated into body and soul prevail. The picture is more complex in the syllabi whilst in the articles from the specialist press the lived body is found more often. In the articles from the specialist press there is a pattern that shows change over time where phenomenological ideas are more prominent towards the end of the period studied. The dissertation consists of three parts. In the first part there is an introduction to the study and theoretical perspectives are introduced, the second part consists of the analysis of the texts and in the third part these are discussed and possible didactic consequences presented.

The quality of education in Botswana is not yet up to standard as there has been emphasis on attainment of Universal Basic Education. Quality in education encompasses a number of factors such as the development of the relevant curriculum, improvement of teacher preparation, development of appropriate learning materials, and improving the methods of assessing pupils (Grisay&Mählck, 1991, cited in Kellaghan&Geaney, 2003). The quality of what is going on in the classroom is judged by the processes and outcomes that are defined qualitatively. Assessment in Agriculture in Botswana senior schools comprises performance assessment and standardised paper-and-pencil tests. Performance assessment contributes only 20% (MoE&SD, 2001.p.6) yet it is allocated more time than paper-and-pencil tests. The aim of the study therefore was to understand and explore the characteristics and quality processes needed in the performance assessment of Agriculture Form Four students to ensure valid and reliable examinations in Botswana. The study was guided by two research questions. The first research question was: How valid and reliable are the performance assessment processes in Botswana schools? This research question sought to understand how performance assessment was conducted in Botswana schools, and how it compared with the international practice. The second research question was: How can quality assurance processes be developed in order to produce valid and reliable marks for BGCSE Agriculture performance assessment? The intention was to develop quality processes for performance assessment in the context of Form Four Agriculture in Botswana, to ensure valid and reliable marks for certification. A design research was employed in this study in which a baseline survey was conducted and based on the outcome, a quality assurance process was designed which included the development of standard tasks and assessment materials. During the baseline survey, teachers and school administrators completed a questionnaire and were also interviewed. Subsequently, prototypes of exemplar materials were developed iteratively in collaboration with practitioners and formatively evaluated. Feedback from evaluation was incorporated into the redesign and development of successive prototypes. Findings from baseline survey revealed that the conduct of performance assessment in schools was not standardised, primarily due to the absence of assessment policy and procedures to guide its conduct. Implementation of performance assessment was done by teachers who had insufficient training, in large classes with inadequate resources and received very little support from supervisors both internally and externally. Despite all these, insufficient time was allocated for conducting performance assessment, resulting in teachers forming groups most of the time during the conduct of tasks and assigning a single mark for the group based on the quality of the group’s product. However, findings from the intervention study revealed that entrenching quality assurance processes in the system produced valid and reliable performance assessment marks for certification. The characteristics of a quality assurance system for implementation of performance assessment were the presence of an assessment policy; training and accrediting teachers to assess; an efficient internal and external monitoring system; the provision of adequate resources; applying multiple modes of assessment; and multiple rating of the students. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

This thesis explores EU borders and bordering in Central and Eastern Europe (CEE) in the context of the 2004 EU enlargement, the 2007 extension of the Schengen zone and the 2004 Eastern Dimension of the European Neighbourhood Policy (ENP) that, in 2009, was upgraded to the Eastern Partnership (EaP). The thesis links borders with identities and governing orders to argue that while the EU has successfully included, inter alia, Czechs and Poles, it has excluded Ukrainians sufficiently to impact negatively on their lives and on the achievement of EU goals in the neighbourhood. The de-bordering and re-bordering inherent to enlargement, Schengen, ENP and EaP have (partially) displaced CEE borders from traditional locations at state frontiers. Bordering activities still take place within the supposedly borderless Schengen zone as well as at external frontiers with neighbouring states, but the EU has also exported border practices onto the territories of its neighbours. These processes prompted the questions addressed in this thesis: where, how, why and with what effects the EU makes its borders in CEE. An analytical framework – the ‘Borderscape’ – is developed to explore the complex manifestations of post-frontier bordering and to understand its socio-political, spatial and temporal underpinnings, and the consequences that EU bordering has for identities and subjectivities, order and governance in CEE. The borderscape encompasses border features, bordering discourses and bordering practices, which are constituted by EU and national governmental actors, border security and law enforcement agencies, by civil society actors and the people who move and dwell in the region. The borderscape is tailored to the regional particularities of CEE, with specific reference to processes of post-communist transition, EU accession and the EU’s engagement with its neighbours, specifically Ukraine. The findings of the research are based on extensive, interpretive fieldwork conducted in the Czech Republic, Poland and Ukraine. The thesis shows the various sites, forms and functions of contemporary EU bordering that comprise a diverse yet connected border archipelago stretching from the Schengen interior into the Eastern neighbourhood. The EU’s bordering discourses are shown to be plural and often contradictory: notions of freedom, security and justice and the desire to benefit from sharing these with Central and Eastern Europeans are juxtaposed with narratives of fear, suspicion and narrow-minded self-interest. The EU’s Europeanised bordering practices, including Risk Analysis and the protection of both borders and migrants, have enhanced mobility for EU-Europeans (such as Czechs and Poles) who now share in the highly desirable form of order that it has created. However, the EU has also restricted mobility for Ukrainians, who are still seen as ‘Eastern-Europeans’. The borderscape betrays the EU’s internal crises of identity and confidence, which has had psycho-social exclusionary effects on Ukrainians and contributed to the politico-strategic crisis in the Eastern Neighbourhood. However this analysis also points to ways that the EU can address these issues.

This thesis explores the concept of moral distress in the context of decision-making. Several factors complicate the decision-making process in the clinical context. One such factor is moral distress. According to its original conceptualization, moral distress is experienced when the course of action is known, but its realization is limited or prevented by constraints, i.e., institutional, financial, or organizational. Much of the conceptual and empirical research on moral distress addresses this conceptualization, which leads to the recommendation to better conceptualize or understand moral distress. This thesis presents an analysis of the function of the concept, thus identifying what the empirical and conceptual literature provides as a working definition of moral distress. To this end, the identification of the function of the concept will serve as a starting point to better understand the variety and the richness of the concept of moral distress. / Ce mémoire explore le concept de la détresse morale dans le contexte de la prise de décision clinique. Plusieurs facteurs compliquent le processus de prise de décision dans le contexte clinique. Un tel facteur est la détresse morale. Selon sa conceptualisation originale, la détresse morale est ressentie lorsque la démarche à suivre est connue, mais sa réalisation est limitée ou empêchée par des contraintes, p.ex. institutionnelles, financières, organisationnelles. Une grande proportion de la recherche conceptuelle et empirique se penche sur cette conceptualisation qui aboutit à la recommandation de mieux conceptualiser ou comprendre la détresse morale. Ce mémoire présente une analyse de la fonction du concept, donc d’identifier ce que la littérature empirique et conceptuelle fournit comme définition pratique de la détresse morale. L’indentification de la définition fonctionnelle du concept servira donc comme point de départ pour mieux comprendre la richesse et la portée des connaissances sur la détresse morale.

,Was können Soziolog_innen Nützliches für die Gesellschaft tun?‘ Es gibt verschiedene Möglichkeiten und Perspektiven auf diese Frage zu antworten. Ich wähle eine gesellschafttheoretische und setzte an bei der Systemtheorie von Niklas Luhmann. ,Etwas Nützliches tun?‘, dies können Soziolog_innen nicht nur, und vielleicht auch nicht in erster Linie, indem Sie sich als Expert_innen für bestimmte Themenbereiche zu Wort melden und fest strukturiertes Fachwissen zur konkreten Problemlösung anbieten. Folgt man der systemtheoretischen Perspektive von Niklas Luhmann, so erhält man zunächst eher einen ,Überblick‘ über die ,Gesellschaft‘ als Ganzes und ihrer Ausdifferenzierung in verschiedene funktionale Teilsysteme (Wirtschaft, Politik, Wissenschaft, Kunst, Erziehung, u.a.), sowie deren Autonomie und dann deren dennoch wechselseitiger aufeinander bezogene Angewiesenheit, im Sinne des füreinander Zur – Verfügung- Stellens von Möglichkeitsbedingungen des je eigenen Operierens. Ein derartig abstrakter Blick, lässt die Frage nach der ,Nützlichkeit‘ soziologischer Reflektion schnell in den Hintergrund treten und man richtet es sich bequem ein im Elfenbeinturm faszinierender akademischer Begriffsspiele. Was man dabei schnell übersehen kann, ist, dass gerade der begrifflichen Abstraktion ein Potential inhärent ist, einen Beitrag für die Bearbeitung konkreter komplexer gesellschaftlicher Probleme zu liefern. In der vorliegenden Dissertation versuche ich, für diese Möglichkeit der Systemtheorie durch Arbeit an den Grundbegriffen quasi eine Vorarbeit zu leisten und mit Hilfe einer Integration pragmatistischer Modelle eine Perspektive zu entwickeln, die in der Lage ist, brückenbildende Kommunikationsprozesse zwischen den (relativ) autonomen Funktionssystemen zunächst theoretisch- begrifflich zu beschreiben. Die Arbeit ist so konzipiert, dass in einem weiteren Schritt im Anschluss an die durchgeführte Theoriearbeit ein Konzept ,soziologischer Gesellschaftsberatung‘ entwickelt werden kann, das sich der Aufgabe widmet, komplexe, langfristige Problemkonstellationen soziologisch zu beobachten und zu bearbeiten.

The main topic of this thesis is the work of Karel Čapek in actual historical, political and social context with focus on the dramas The White Disease and The Mother. The aim of this paper is to decode the ethical aspects and the heritage to the moral values connected to the deterioration of the whole situation in democratic Europe in between the world wars inside Čapek's work. Keywords Karel Čapek, The Mother, The White Disease, apocryphas, stories, pragmatism, relativism, ethics, philosophy

Topic of work is an intersubjectivity of economic knowledge. Work is descriving the process, how is intersubjective economic knowledge may be manifested and legitimized in speech by lay individuals. In general, knowledge is presented as created, redacted and legitimized during the process of speech as an ongoing activity, intersubjective symbols are used as tools to proclaim itself. In the theoretical part, broad overview of sociological theories of knowledge are presented, and the research question was conceptualized by the terms of constructivist approach of Berger and Luckmann. Lay knowledge was manifested as mix of referring four modes of reasoning: economical rationality, societal rationality, habitual and doxic knowledge, discourses. Overemphasizing one of the mods leads to reducing the legitimity of manifestation, the process of balancing between modes is described. In addition, paper proposes suggestion of differences in intersubjective knowledge between Ukraine and Czechs, and discusses the possibilities of further research.

World religions should be taught at the secondary level of education. In this, a pragmatic approach is superior to the traditional approach, because it shows not just the history of this topic, but it also lets students experience the everyday life of those who believe. It is not in any way a method to convert anybody to this or that faith or tradition. It is a pedagogic method for critical thinking and both making and challenging interpretations of the facts before each student. In my thesis I showed my own method and I made my own version of a better textbook that utilizes the basic points of pragmatic pedagogy. I studied the works of John Dewey, John Gatto, Neil Postman and Charles Weingartner. And I propose a method that takes no more than 4 lessons, if needed, which is the most time teachers can give to such topic. I looked at the educational programs of the Czech Republic and found that world religions are a very small portion of the subject Education in citizenship. Since John Dewey was an atheist, it is not common for people to think of religion as a topic to teach with his methodology. Most of the social sciences are still taught as history lessons and not as the fun and interesting lessons they can be. I think it is not just the natural sciences that should have their laboratories at...

Syftet med denna studie har varit att undersöka hur pedagoger på fritidshemmet som arbetar motelever i behov av särskilt stöd anger bedriva sin undervisning. Svaren på frågeställningarna hittadesgenom kvalitativa intervjuer av ett antal skolor inom en större stad i Sverige och viktiga arbetssätt förgenerell verksamhet, inkludering och delaktighet uppmärksammades. Vidare genom en tematiskanalysmetod kunde resultat utrönas som visade hur pedagogerna förhöll sig till sina olika aktiviteter.Resultaten visade att aktiviteter såsom vardagliga rollspel, utomhusaktiviteter och tematiska aktivitetervar något som stod centralt hos samtliga skolor, samt att eleverna i behov av särskilt stöd oftast fickhjälp och stöd vid urval kring olika aktiviteter men att deras önskemål skulle stå i fokus. Att dessaelever även skulle vara inkluderade inom ordinarie fritidshem och tillsammans med övriga klasser varockså något som lades mycket vikt på, då det framgick att pedagogerna ansåg att alla eleversvälmående ökar av att känna en tillhörighet. Som slutsats uppmärksammades att aktiviteterna sompedagogerna framhävde inte var markant annorlunda från ordinarie fritidshemsverksamhet, men att detkrävs ett progressivt tänk och att pedagoger vågar experimentera med sin undervisning för att bidra tillett mer inkluderande fritidshem.

Syftet med denna studie har varit att undersöka hur lärare på mellanstadiet beskriver användningen av digitala lärresurser kopplat till utomhuspedagogik i de naturvetenskapliga ämnena, biologi, fysik och kemi. Metoden för studien har varit av kvalitativ art, där semistrukturerade intervjuer genomfördes med fem NO-lärare med erfarenhet av utomhuspedagogik i de naturvetenskapliga ämnena. Resultatet presenteras i åtta kategorier. Kategorierna Naturen som egen resurs, Skapa eller befästa kunskaper (kombinera inne och ute), Dokumentation samt Fånga intresset i stunden svarar mot studiens första frågeställning: Vilka syften beskriver lärarna med att använda respektive inte använda digitala lärresurser kopplat till utomhuspedagogiken i de naturvetenskapliga ämnena? Utifrån studiens andra frågeställning Vilka möjligheter och hinder beskriver lärare med att arbeta med digitala lärresurser kopplade till utomhuspedagogik i de naturvetenskapliga ämnena? identifierades fyra kategorier: Med eleven i fokus (hur de digitalalärresurserna kan skapa möjligheter eller hinder för elevernas lärande), Med Hårdvaran i fokus (hur den specifika hårdvaran skapar möjligheter eller hinder förundervisningen), Lärarens kunskaper och intressen samt Tillgångar. Tidigare forskning om digitala lärresurser kopplat till utomhuspedagogik har ofta fokuserat på enstaka hård- eller mjukvaror. Denna studie tillför en ny infallsvinkel på området då den skapare en bred förståelse för vilka syften, möjligheter och hinder lärare upplever oberoende av specifika digitala lärresurser. / <p>NO</p><p>Naturorienterande ämnen</p><p>Naturorienterande ämnenas didaktik</p>